To provide specially designed instruction to students with emotional, behavioral and social deficits directly related to a disability that addresses skill deficits in the areas of social/emotional learning.
Description Services are provided along a continuum of support from the general education classroom to instruction in a Behavior Support Class (BSC) for portions of the instructional day. Positive behavior supports, and a level system to monitor progress and support goal mastery are key components of the program. Placement in the BSC is time-limited and is determined by progress in the level system. Focus is on identifying the function of inappropriate behaviors and teaching replacement behaviors to enable students to make progress in the standard curriculum.
Curriculum/Assessment Standard district curriculum Standard state assessment-STAAR Standard state assessment with accommodations-STAAR State accommodated assessment-STAAR A
Staffing 1 teacher/1 teaching assistant Elementary:5-8 students Secondary:6-9 students
Entrance Criteria Before placement in BSC, the ARD/IEP committee must conduct a behavior staffing that reviews all interventions and strategies that have been attempted with the student. Results of progress monitoring must indicate no or limited progress over a 4 – 6 week period of intervention. The ARD/IEP committee must then identify the student as a student with a disability and in need of specially designed instruction to address social/emotional learning deficits.
Exit Criteria Must demonstrate the ability to manage and control behaviors in all school settings with minimal support.
Purpose
To provide specially designed instruction to students with emotional, behavioral and social deficits directly related to a disability that addresses skill deficits in the areas of social/emotional learning.Description
Services are provided along a continuum of support from the general education classroom to instruction in a Behavior Support Class (BSC) for portions of the instructional day. Positive behavior supports, and a level system to monitor progress and support goal mastery are key components of the program. Placement in the BSC is time-limited and is determined by progress in the level system. Focus is on identifying the function of inappropriate behaviors and teaching replacement behaviors to enable students to make progress in the standard curriculum.
Curriculum/Assessment
Standard district curriculum
Standard state assessment-STAAR
Standard state assessment with accommodations-STAAR
State accommodated assessment-STAAR A
Staffing
1 teacher/1 teaching assistant
Elementary:5-8 students
Secondary:6-9 students
Entrance Criteria
Before placement in BSC, the ARD/IEP committee must conduct a behavior staffing that reviews all interventions and strategies that have been attempted with the student. Results of progress monitoring must indicate no or limited progress over a 4 – 6 week period of intervention. The ARD/IEP committee must then identify the student as a student with a disability and in need of specially designed instruction to address social/emotional learning deficits.
Exit Criteria
Must demonstrate the ability to manage and control behaviors in all school settings with minimal support.
FORMS
RESOURCES